Following the coming into power of the new democratic government in 1994, the South African education authorities have undertaken widespread efforts into transforming the education system. The key principles underpinning the new approach centre round transforming the education system that is characterised by hierarchical and authoritarian structures and cultures, into a more participatory and reflective system. The new approach emphasises learner-centred, outcomes-based pedagogy and continuous assessment supported by participation, setting goals and frequently assessing whether those goals are met. Viewed in this light, this research argues that transforming the South African education system to meet the expectations of the new frame of reference, will depend largely on transformational leadership. The research deals with transformation as an aspect of leadership within the context of school effectiveness and examines the perceptions educators hold about their leaders.